Category: Blog

In this blog, Maria Boffey, SHRN External Affairs and Knowledge Exchange Manager, reflects on our recent webinar with Professor Graham Moore, which explored why school climate plays such an important role in young people’s mental health. The session highlighted how strongly Graham’s insights echo what many schools across Wales already tell us, that climate is something lived and felt every day, not just measured on a page. This blog brings together the key webinar messages and shows how they connect with SHRN’s ongoing work to help schools understand and use their own data.

Last month we hosted a webinar with Professor Graham Moore, Director of DECIPHer at Cardiff University, who explored something that feels increasingly central to everyday school life-  the climate of a school, and what it means for young people’s mental health. It was one of those sessions that landed well because it connects research with what schools are experiencing every day. Much of what he shared will feel instantly familiar to staff.

Graham talked about school climate as the ‘feel’ of a school, the relationships, routines and sense of safety that underpin everything else. He emphasised that climate isn’t something you ‘bolt on.’ It’s the everyday culture that shapes how young people experience school. It’s the sort of thing staff recognise instantly, even if they’ve never called it ‘school climate’ before. That resonated. Climate isn’t just in the data;  you notice it the moment you step into a school.

What really stayed with me was this aligns with what schools across Wales already do through SHRN. Schools are constantly navigating competing pressures, but the heartbeat of our network has always been the idea that good data, trusted relationships, and support from those who understand the local context make a real difference. It was heartening hearing Graham reflect on that, and to see how his wider research perspective connects with everyday practice in Wales. It reminded me how often schools tell us that it’s the small, everyday things that matter most.

We also touched on the important role played by the WNHWPS Coordinators. They’re the people on the ground supporting schools to dig into their SHRN reports, make sense of what they’re seeing, and use those insights to plan meaningful changes. Their work helps bring the data to life and shows how it can genuinely inform real decisions in schools.

The webinar was a good reminder that school climate isn’t just something you read about in research, it’s something you see and feel in schools every day. We  it see every day in classrooms, corridors, canteens and conversations. We see it in the everyday moments, the way learners are welcomed, supported, listened to.

If you’re interested in practical examples, our case studies from Cogan Primary School and Whitmore High School show how schools have used their SHRN data to strengthen relationships, improve transitions and build a more connected sense of belonging. These aren’t theoretical examples; they’re stories of schools making climate‑focused changes that genuinely support learners’ well-being.

And for secondary schools who took part in the 2025 survey, your SHRN reports will be landing this spring. Many of you will be looking closely at your own climate indicators e.g. relationships with staff, peer connections, belonging, involvement in school life. These measures can tell a powerful story over time, especially when you view them alongside your wider health and well-being priorities.

Graham’s webinar was a helpful reminder that improving well-being  doesn’t always mean introducing something new. Often, it’s about strengthening what’s already part of the school’s culture: fairness, relationships, voice, and feeling safe.

We are proud to work alongside schools as they build on these foundations using their own SHRN data and insights.

If you missed the webinar, you can watch it here.

If you’re interested in the wider conversation around this research, the Journal of Child Psychology and Psychiatry recently published a commentary building on Graham’s review. It echoes many of the themes from the webinar,  especially the importance of relationships, belonging and the day‑to‑day social life of a school, — and offers a helpful sociological lens on why climate matters: Where next for school climate? A commentary on Moore (2026)

By Maria Boffey, SHRN External Affairs And Knowledge Exchange Manager

In this blog, I draw on ongoing SHRN developments and recent research from Scotland and Wales that looks at how schools can use their data more meaningfully. What stood out to me in the study was how interactive dashboards can make evidence easier for staff to work with, not just in theory, but in the everyday reality of school life. In this blog, I outline the key findings and show how SHRN’s forthcoming secondary school dashboard connects directly with this emerging work.

Schools are being asked to take on an increasingly significant role in supporting learner health and well‑being. Recent policy developments make this clear: the Whole‑School Approach to Emotional and Mental Well‑being places a statutory expectation on schools to understand their learners’ needs, act on them, and monitor progress over time. At the same time, the Curriculum for Wales embeds well‑being as a core purpose, requiring schools to design learning that supports confident, healthy individuals. Alongside this, a range of national frameworks and guidance now emphasise the importance of using high‑quality data to understand local need, target support, and evidence improvement.

Although recent policies place greater expectations on schools to take a data‑informed approach to learner well‑being, this sits alongside all the work they are already doing day‑to‑day. The reality is that schools often face busy timetables, competing priorities and a growing volume of information to interpret. In this context, it isn’t always straightforward to identify where to focus energy or which areas need attention first.

A recent study from researchers in Scotland and Wales highlights something that makes that job a whole lot easier: interactive data dashboards. These tools give schools a simple, visual way to explore their own data and make decisions based on what’s actually happening in their classrooms and communities. The study found that dashboards helped staff process information more quickly and supported evidence‑informed discussions across a range of school roles. What struck me in the study was how consistently staff described dashboards as something that made data ‘usable’ rather than just ‘available’.

Why Dashboards Matter For Schools

The study found that teachers, local authority staff, and even learners see dashboards as:

• Easy to interpret, reducing reliance on lengthy reports or complex spreadsheets.
• Useful for planning, helping schools pinpoint priorities for health and well‑being action plans.
• Useful for conversations with staff, learners, governors, parents and carers.

• Supportive of cross‑curricular learning, especially in areas linked to health and well-being.
• A bridge between home and school life as families can have greater understanding what children and young people are experiencing.

The study specifically notes that dashboards promote “quick information processing and effective decision‑making,” which strengthens these benefits. In other words, dashboards transform raw data into clear, actionable insight. They allow staff to quickly identify emerging trends, highlight areas of concern, and recognise strengths across the school community. By turning often dense information into simple visuals, dashboards help teachers see things they might otherwise miss in long reports. This makes analysis feel manageable, not overwhelming, which the study highlights as a key strength.

By presenting information visually, they support more confident and evidence‑informed decision‑making among school leaders and teachers.

The study also emphasises that dashboard design must be driven by school needs. SHRN is uniquely positioned to do this because of its long‑term partnership model with schools across Wales.

Coming Soon: The SHRN Secondary School Level Dashboard

A new SHRN secondary school digital dashboard is launching at the end of 2026. All network member secondary schools will be granted access to this new SHRN data dashboard, which will provide schools with the means to explore their own learner health and well-being data over multiple survey rounds. Only aggregate, school-level data will be provided, in line with SHRN’s current reporting practices, with each school only granted access to their own data.

Built as part of SHRN’s ongoing programme to improve data access for schools, the dashboard will allow schools to interrogate their results in a more flexible and interactive way than traditional hardcopy reports. Schools will be able to view anonymised results by year group and gender, making it easier to interpret patterns and plan targeted action.

What the Dashboard Will Enable Schools to Do

Once launched, the dashboard will allow secondary schools to:

• Track well-being trends over time, using repeated SHRN survey data.
• Identify emerging issues early, by exploring topic‑specific indicators by gender and year group
• Compare their school‑level results with national patterns
• Engage learners in meaningful, data‑informed conversations about their experiences and school environment, supporting a whole‑school approach to health and well-being  improvement.
• Enable WNHWPS  Coordinators to work proactively with schools, using accessible, school‑level data to guide conversations, identify priorities, and support targeted improvement planning.

These uses map closely to what the study identified as the potential of dashboards, particularly their use in planning, pupil engagement, and cross‑sector collaboration.

What Schools Told Researchers

Teachers and LA staff said dashboards could help them:

• Position well‑being as a shared, whole‑school responsibility rather than a single staff member’s task.

• Strengthen partnerships across education, health and community sectors.
• Bring learners  and pupil voice into decision‑making in more meaningful ways.

Learners, interestingly, liked the way dashboards made well-being “visible” and “real”. They felt it helped them understand how their own experiences fit into wider patterns. This echoes the study’s finding that dashboards can support student agency by making data more accessible.

Why This Matters Right Now

With well‑being embedded as a central component of Wales’s curriculum, schools require practical, evidence‑based tools that support implementation without increasing administrative burden. Interactive dashboards offer an efficient, user‑friendly way to meet these expectations while minimising workload.

For schools that are members of SHRN, this could be the next big step: turning survey data into something interactive, tailored and immediately useful.The study underscores that dashboards serve not only as data tools but as catalysts for more coordinated and collaborative approaches to well‑being across school systems. This positions dashboards as not just a technological solution, but a strategic one.

Final Thoughts

As the study highlights, the value of interactive dashboards lies not merely in their technical functionality, but in their capacity to enable schools to make informed, evidence‑based decisions. With its well‑established partnerships and comprehensive dataset, SHRN is uniquely positioned to develop dashboards that provide meaningful, practical support to teachers, learners and families. If schools can see their own well‑being data clearly, they’re in a much stronger position to make informed decisions , and ultimately, to create environments where young people can thrive.

Sign up to the SHRN e-news to keep up with our progress , including future updates on the SHRN dashboard and ongoing work with the Public Health Wales SHRN data dashboard.

Across Wales, schools are exploring new and practical ways to bring SHRN evidence into PSE and wider health and well being learning. Using real data gives teachers a straightforward way to make lessons more grounded in what their learners are actually experiencing. This blog shares examples of how schools are connecting SHRN themes e.g. mental health, sleep, or healthy choices, with existing lesson content in meaningful and practical ways.

Ysgol Aberconwy: Using SHRN Sleep Data in Daily Learning

In Ysgol Aberconwy, teachers used their SHRN sleep data for classroom discussion and practical activities such as assemblies on circadian rhythms, discussions about screen use and sleep cycles, and a voluntary “no‑tech hour before bedtime” challenge to help learners reflect on their own habits. Some classes also trialled simple sleep‑tracking over a week, helping learners notice links between their routines, mood, concentration, and energy. These hands‑on activities were supported by whole‑school campaigns where learners designed posters and led parent and carer workshops to share practical sleep tips at home, helping the school build a consistent message about the importance of healthy sleep.

Whitmore High School: Turning Data Into Meaningful Learner Reflection

Whitmore High School offers another strong example of how SHRN data can shape meaningful learning experiences for young people. After reviewing their SHRN findings, the school identified key priorities around learner fulfilment, school connectedness, and life satisfaction. Teachers then used these insights to guide targeted, curriculum‑linked activities that helped learners reflect on their own well‑being and relationships within the school community. This included structured classroom discussions, pastoral sessions, and themed activities designed to strengthen learners’ sense of belonging and emotional resilience. By embedding SHRN insights into everyday learning, Whitmore gave pupils clear opportunities to understand the data, explore what it means for them, and contribute to positive change within their school environment.

Supporting a Whole‑School Approach

Bringing SHRN data evidence into lessons doesn’t sit in isolation. It connects naturally with wider whole‑school health priorities, especially through the WNHWPS who use the same SHRN findings to:

• Identify school‑level improvement priorities
• Shape well‑being action plans
• Strengthen consistency between policy, practice, and learner experiences

When classrooms and school strategies draw on the same evidence, learners experience a clearer, more coherent approach  and can see how their views influence decisions across the school.

Growing Confidence in Using Evidence in Education

These emerging resources represent a shift towards helping schools use well‑being data more actively, not just as something to be reported. When SHRN findings are connected with structured lesson pathways, teachers are supported to:

• Deepen learner reflection
• Strengthen learner voice
• Offer more relevant, responsive curriculum experiences
• Use evidence to inform and adapt teaching
• Empower learners to make sense of their own experiences

This is about showing what’s possible when SHRN data becomes part of learning, not just part of policy.

Making the Most of Your School’s Data

Schools using this approach are encouraged to start by reviewing both their national and school‑level SHRN findings. From there, they can identify topics most relevant to their learners and choose the lessons or curriculum areas where these themes naturally arise.

There are also opportunities beyond PSE. Some schools are beginning to link SHRN data to the Mathematics and Numeracy Area of Learning and Experience, using real school data for authentic data‑handling activities that build both numeracy skills and learner engagement.

A Joined‑Up, Evidence‑Driven Pathway for Health and Well‑Being

By integrating SHRN evidence into lesson content, schools can offer learners more than information, they can provide space to reflect, ask questions, and engage actively with issues that affect them.

This approach strengthens individual lessons, but it also contributes to more reflective, inclusive, and health‑promoting schools overall. And as SHRN evolves, with developments such as the new Secondary School Data Dashboard launching in December 2026, schools will have even more opportunities to use evidence meaningfully.

In this blog, PhD student, Sophie Borgia based at DECIPHer, Cardiff University, explains how her research is uncovering health and well-being inequalities using SHRN data, and how she will be exploring what schools can do to better support transgender and gender diverse (TGD) learners in mainstream secondary schools in Wales.

Hello, I’m Sophie Borgia, a PhD student at DECIPHer, Cardiff University. I’m using SHRN’s 2021 Student Health and Well‑being Survey data to explore health inequalities experienced by transgender and gender diverse (TGD) young people in Wales. My study also looks at how school policies, practices, and everyday environments shape these outcomes. To do this, I’m combining large‑scale quantitative analysis with qualitative research involving school staff, TGD learners, and decision makers.

Why This Research Matters

Transgender and gender diverse[1] (TGD) young people can face health inequalities compared to their cisgender[2] peers. While mental health disparities are well documented, much less is known about other health outcomes, such as physical activity, substance use, and healthy eating, and the role schools play in shaping these. My research begins to address these gaps by using SHRN’s 2021 data to explore potential inequalities across a broader range of health and well-being outcomes. It also examines how secondary school contexts influence these outcomes. My work aims to provide evidence that can help schools create more inclusive and supportive environments.

What Evidence Tells Us

Evidence suggests that transgender and gender diverse (TGD) young people experience significantly poorer mental health than cisgender young people (Wittlin, Kuper & Olson 2023; White et al. 2023; White, Trinh & Reynolds 2023). There is also research suggesting that TGD young people’s experience at school is related to their mental health (Horton 2023; Kelley et al. 2022; Johns et al. 2021).  

However, there is limited research investigating whether TGD young people experience inequalities in other outcomes related to health and well-being, and how schools influence these.  

Using SHRN Data for New Insights 

Building on this evidence, my PhD study uses SHRN’s 2021 Student Health and Well-being Survey data to examine health-related inequalities experienced by TGD young people. I’m exploring whether these inequalities go beyond mental health to areas such as physical activity, substance use, and healthy eating. Alongside this, I’ll explore how secondary school policies and practices influence TGD learners’ health by speaking with school staff, TGD young people, and partners involved in health and education. The aim is to generate evidence that can help schools create more inclusive environments and reduce health inequalities. Together, this will help build a fuller picture of where inequalities exist and why.

It can be challenging for researchers to understand whether TGD young people experience differences in health-related outcomes compared to their cisgender peers. One reason is that studies often struggle to recruit a large and diverse enough sample of young people with different gender identities.

This is where SHRN data makes a difference. SHRN surveys thousands of young people across Wales every two years, and asks questions about a wide range of health and well-being outcomes. Young people can also choose to share their gender identity, which means SHRN data provides a unique opportunity to study differences in health-related outcomes between gender identity groups.

My PhD focuses on five key areas:

• Mental health
• Well-being
• Substance use
• Physical activity
• Healthy eating

Using SHRN’s 2021 Student Health and Well-being Survey data, I’ve been able to compare these outcomes across young people with different gender identities.

Early findings suggest that TGD young people report reduced physical activity and poorer mental health and well-being compared to cisgender peers. I’m continuing the analysis and will share detailed results in an upcoming research paper.

How Secondary Schools can Get Involved

These patterns raise important questions: How do school environments influence health behaviours and outcomes? And what can schools do- practically and sustainably- to support TGD learners’ health and well‑being?

To answer these, I’m inviting secondary schools andpeople working in health and education to take part in the next stage of my PhD. I’ll be working with four secondary schools across Wales to recruit staff and learners.

My research will use:

• Focus groups with school staff (including senior leadership, teaching and pastoral roles)
• Creative focus groups with transgender, nonbinary, and gender diverse young people
• Interviews with people working in education and health (e.g. Welsh government and local authority education roles, health and well-being promoting schools co-ordinators, and other public health roles related to secondary education settings)

The goal is to provide practical insights for school staff and policymakers to create more inclusive and supportive school environments for TGD learners, and to identify what’s working and what needs to change.

Looking Ahead: How Schools Can Make a Difference

SHRN’s 2021 data has given us a clearer picture of the health and well-being challenges faced by TGD young people. Next, I’ll examine how school policies and everyday practices contribute to these outcomes , and which inclusive approaches can make a measurable difference. TGD young people deserve school environments where they feel safe, seen, and supported and your insight can genuinely help make that happen.

The next stage of my PhD relies on the lived experience and professional expertise of people working directly in secondary education and health. By taking part, you’ll be helping to shape practical, realistic recommendations that schools across Wales can use to improve the health and well-being of TGD learners.

I’m looking to work with four secondary schools from across Wales to assist with recruiting staff and learners to take part.   

If you work or know someone who works in a Welsh secondary school which could help with this, I’d love to hear from you. I would also be keen to speak to people working in education and health (such as Welsh government and local authority education roles, health and well-being promoting schools co-ordinators, and other public health roles related to secondary education settings)

Your perspectives and experiences are essential; they can directly influence how we understand these challenges and how we build more inclusive approaches that truly make a difference for TGD young people.

Interested in taking part? Contact me at schoolhealth_phd@cardiff.ac.uk

[1] TGD: Transgender and gender diverse. This term is used to describe people whose gender identity is not the same as the sex they were assigned at birth. 

[2] Cisgender: Describes people whose gender identity is the same as the sex they were assigned at birth.  

In summer 2025, I visited six secondary schools across Wales to explore young people’s views on school connectedness as part of developing a post-doctoral fellowship application. Over 100 pupils from Years 7–12 took part in discussion sessions. As an early career researcher, this was my first time building public involvement into a funding bid, and I learned a lot along the way. Here are a few reflections I hope might help others starting out…

You might need funding before you can apply for funding

I began with online chats with practitioners working in and with schools to help shape my initial research ideas. This was really helpful and enabled me to narrow down the scope of my proposed project. However, it became clear quite quickly that I needed to hear directly from young people in schools. To do that properly, I needed funding, at the very least to cover my travel, and ideally to offer something to schools for supporting the work. 

Luckily, I was able to apply for a small grant through Cardiff University’s Ignite research culture programme, which awarded me £2,000. Without that, I’d have looked for seedcorn funding from organisations like the British Academy Early Career Network and Learned Society of Wales. Health and Care Research Wales also often have small pots available for public involvement work.

Accessing participants takes creativity and connections

The School Health Research Network (SHRN) was my first stop for support and advice. SHRN’s network includes all state-maintained secondary schools in Wales, and they helped connect me with schools willing to take part. I offered £100 to each school to support the visit and cover any staff/non-staff costs. Recruitment was also made easier because the topic aligned well with school priorities around school connectedness and pupil voice.

Working with schools was incredibly rewarding but also required flexibility. Some schools needed more lead-in time than others. Building relationships and being clear about what was involved really helped. Also consider the timing of public involvement carefully – I mainly wanted to speak to students in years 7-9 which worked well during the summer term, but it would have been tricky to access year 11 students who were either sitting exams or had already left school.

It is important to consider how you can make your sessions inclusive and accessible. Ensure activities are age-appropriate and think about how you will encourage involvement from students who are quieter or less confident – perhaps by providing opportunities to add thoughts on post it notes as well as verbally. If you’re working with diverse groups or through partner organisations, set aside funding not just for participant payments, but also for translation services and fees that help cover staff time or other support costs. These are often essential to making public involvement genuinely inclusive and feasible for those you’re asking to take part.

While ethical approval is not typically required for public involvement activities, it is essential that these activities are conducted ethically. When planning your engagement, you should carefully consider matters such as informed consent, safeguarding, and confidentiality. Seek advice if you are unsure.

I also ran online sessions with youth advisory groups from The Fostering Network and the National Centre for Mental Health. If you’re working in a particular area, it’s worth reaching out to third sector organisations to see if they already have public involvement groups you can draw on. I paid all participants £25 for an hour of their time.

Start early…it takes longer than you think!

I started writing the public involvement bid in January, submitted in February, heard back in March, recruited schools in April/May, and ran sessions in June and July. The final fellowship application was submitted in September. That’s a nine-month lead-in time. You might also find it useful to build in time for more than one session with the same group as your ideas develop.

Ask questions that help shape your bid

It’s not always obvious what to ask in public involvement sessions, especially early on when your ideas are still taking shape. I found it helpful to space out the school visits so I could reflect and adjust my focus as my bid developed.

In my fellowship application, I used the feedback from young people to justify key decisions such as why I chose a particular age group, method, or timing of data collection. For example, one key insight from the sessions was how differently young people felt about school connectedness as they moved through school. This led me to adjust the age range that I focused on in the final bid. Think about the questions you’ll need to answer in your funding application or interview and work backwards to make sure you ask contributors for input on those areas – and that you listen to them.

And finally… write the application!

Make sure you use what you’ve learned and actually write the bid. It’s good practice to let contributors know how their input shaped your application and whether it was successful. I put together a short report that was shared with the participating schools.

If I could give one piece of advice, it would be: start early and don’t be afraid to ask for help. Public involvement is a learning curve, but it’s absolutely worth the effort!

In this blog, written by Maria Boffey, SHRN Knowledge Exchange and External Affairs Manager,  explores how a Monmouthshire WNHWPS school cluster is using SHRN data to drive collaborative and system-wide change. From transition planning to strategic alignment, the cluster’s approach shows what’s possible when SHRN data becomes a shared foundation for reflection, planning, and action.  

The Monmouthshire WNHWPS school cluster offers a compelling example of how SHRN data can be embedded into school improvement processes to drive meaningful, collaborative change. The cluster approach demonstrates SHRN not simply as a data collection tool but as a catalyst for system-wide reflection, planning, and action.

Collaboration Starts with SHRN Data

One of the most powerful aspects of the Monmouthshire model is the way that SHRN data is used as a shared foundation for meaningful conversations in the cluster. Rather than being used in isolation, the data is regularly revisited, explored, and discussed across schools, roles, and partners. This has enabled an evidence-informed culture to take root where SHRN data is not only discussed but actively used to guide decisions at every level, from curriculum planning to community engagement.

A standout strategy is the cluster’s use of Year 6 and 7 data to shape transition planning. By focusing on this pivotal cohort, schools can spot emerging behaviours and attitudes early on. It gives insights that feed into both primary and secondary planning. Alternating SHRN data focus each year helps maintain progress across the cluster.

Building Capacity for Data-Informed Practice

This cluster has made a deliberate investment in building the confidence and capability of school ‘s health and well-being leads to interpret and apply SHRN data insights. Through regular workshops, structured reflection, collaborative planning, and ongoing dialogue, staff have developed the skills to identify trends, triangulate evidence, and align findings with their own school’s priorities. This has helped embed data-informed decision-making into everyday practice.

This hands-on approach reflects SHRN’s broader goal in helping schools become confident, capable users of evidence-based data for improvement The cluster’s use of guiding questions to interrogate SHRN reports exemplifies this shift—from passive data consumption to active data engagement.

Aligning SHRN Insights with Strategic Priorities

The integration of SHRN data into the cluster’s Monitoring, Evaluation, and Review (MER) cycles ensures that health and well-being priorities are not viewed as isolated efforts but embedded within broader school improvement frameworks. The alignment with the Curriculum for Wales, particularly the Health and Well-being AoLE, further reinforces the strategic value of this work.

Moreover, the cluster’s actions are clearly mapped to national priorities, including digital competence, learner voice, and emotional well-being. This coherence strengthens the case for SHRN as a tool that supports not only local planning but also national policy implementation.

Sustaining Impact Through Collaboration

The Monmouthshire model illustrates how collaborative structures can enhance the sustainability of data-informed initiatives. By distributing leadership, leveraging individual school strengths, and engaging external partners, the cluster has created a system where responsibility is shared,  and progress is collective.

Looking Ahead

The Monmouthshire experience offers valuable learning for other regions looking to embed SHRN data into strategic planning and cross-sector collaboration. As SHRN continues to evolve, the Monmouthshire case highlights several opportunities for learning:

• Strengthening family engagement through targeted communication and workshops.
• Expanding the use of primary SHRN data to identify earlier intervention points.
• Developing tools and templates to support replication of the cluster model in other regions.

Ultimately, the Monmouthshire cluster demonstrates what is possible when SHRN data is embedded into a culture of shared purpose, strategic planning, and inclusive practice.

Read the full case study for more insights into Monmouthshire’s approach and practical takeaways for your own setting.

School Case Study- Leveraging SHRN Data to Drive Collaborative Health and Well-being Improvements Across School Clusters: Monmouthshire Welsh Network of Health and Well-being Promoting Schools (WNHWPS)

Read now

The Welsh Government has published a new report highlighting unmet evidence needs in the Whole School Approach to emotional and mental wellbeing. In this blog, Maria Boffey, SHRN External Affairs and Knowledge Exchange Manager, explores how SHRN’s robust, regular data is helping to address these gaps. SHRN’s surveys support schools and policymakers with evidence on pupil and staff wellbeing, equity, and impact. The report recognises SHRN as a key contributor to long-term monitoring and evaluation in primary and secondary schools in Wales.

At the School Health Research Network (SHRN), we welcome the publication of Whole school approach to emotional and mental wellbeing: unmet evidence needs by the Welsh Government. The report highlights the importance of robust, regular data to evaluate how the Whole School Approach Framework is being delivered—and, crucially, what difference it is making.

While the report acknowledges that a broad range of valuable information has already been collected, much of it has been gathered through one-off activities. To support continuous improvement, the report highlights the need for more consistent and representative data from across the school community—particularly from school staff and parents/carers.

The report identifies several key areas where further evidence is needed, including:

• Engagement and communication with the whole school community.
• Staff well-being and support needs.
• School culture and environment.
• Prioritisation and resourcing.
• Partnerships with support services.
• Alignment with education and health strategies.
• Delivery across all education settings.
• Staff experiences, wellbeing, and training needs.

This is where SHRN plays a critical role in addressing the evidence needs identified in the Welsh Government’s report. Through our regular learner and school-level surveys, SHRN provides a robust and representative source of health and wellbeing data including mental Health and Well-being; physical activity; dietary behaviours; social media use; social relationships, school connectedness; sexual health and substance use . This evidence supports schools, local authorities, and national policymakers in tracking progress, identifying gaps, and informing targeted interventions.

We also capture pupil voice and participation, helping to ensure that learners are actively involved in shaping wellbeing initiatives. Our data supports analysis of equity and inclusion, highlighting how different groups experience health and well-being provision. By linking wellbeing efforts to educational outcomes, we help demonstrate the broader impact of these initiatives.  Importantly, our findings inform understanding of staff confidence and capacity to deliver wellbeing support, ensuring that professional development is aligned with the practical priorities and challenges faced in schools.  Together, these contributions help build a more complete, evidence-informed picture of what’s working—and where further support is needed.

We are proud to be recognised in the report as a key contributor to the evidence base:

This Welsh Government report also highlights how SHRN can address these evidence gaps. Our robust, detailed, and long-term survey data is being routinely gathered from both learners in both primary and secondary settings and school senior leaders. The learner data (ages 11-16-years) are also already being integrated into the SAIL databank which provides fantastic opportunities for linkage with other education and health datasets to examine the impact of the Framework and the factors that influence these outcomes over time.

In addition, SHRN co-chairs the Health Promoting Schools Programme Board to ensure survey measures are aligned with the proposed standards for the Health and Well-being Promoting Schools programme. These standards closely align with the Framework, and this alignment ensures that SHRN data can directly support many of the unmet evidence needs identified in the report.

Looking ahead, SHRN sees further opportunities to enhance the data landscape. These include:

• Further development of the national dashboard  in collaboration with Public Health Wales to include additional secondary school data and launch of the primary school data dashboard (2026).
• Launching SHRN school-level dashboards to support local decision-making (2026).
• Expanding data collection to all primary schools.
• Undertaking a pilot of survey data collection with Pupil Referral Units (PRUs) across Wales.

Here at SHRN we  believe that by working collaboratively across sectors, systems, and communities, the Whole School Approach can become a dynamic and responsive part of school life—one that evolves to meet the changing needs of learners and staff. SHRN remains fully committed to supporting this vision and to contributing to a healthier, more resilient future for all learners in Wales. Together, we can build a stronger, more supportive environment for every learner and educator in Wales.

By Dr. Honor Young, Deputy Director, SHRN

A Global Gathering for Adolescent Health

The recent HBSC (Health Behaviour in School-aged Children) Conference in Athens brought together 121 delegates from 39 of the 51 member countries and regions. This vibrant event marked only the second time Greece has hosted the conference in the past two decades—making it a particularly special occasion.

Day 1: Setting the Stage

The conference opened with updates from the International Co-ordinating Committee, followed by inspiring keynote addresses. Prof. Oddrun Samdal set the tone, and we heard powerful reflections from João Breda (WHO Athens) and senior officials from the Greek Ministries of Health and Education.

Their messages underscored the critical role of international collaboration in advancing public health.

This collaboration is exemplified by the strategic integration of HBSC within SHRN since 2013, which has significantly improved response rates and expanded the national sample in Wales.

Key Highlights:

• Presentation of eight HBSC trend reports on topics like social inequalities, sexual health, and mental health.
• Sophie Jullien shared the WHO’s renewed strategy for child and adolescent well-being.
• We were particularly thrilled to see Wales receive recognition for its integration of HBSC into the The School Health Research Network (SHRN) – a model for effective monitoring and school-level health planning. Our model, which combines international data with SHRN’s national infrastructure, has been internationally recognised as a best-practice approach for school-level health action planning.

Focus Groups & Country Collaborations

Delegates joined focus groups aligned with their expertise ranging from violence prevention to eating and dieting. Our country cluster (England, Ireland, Scotland, Wales, and Canada) also met for some lively discussions on school recruitment and data sharing.

Wales was proud to present its approach through our bespoke school reports, digital dashboards, webinars, newsletters, and events. These tools not only support schools but also demonstrate how SHRN uses HBSC data to drive policy-relevant research and improve youth health outcomes.

A Touching Performance

A standout moment was a musical performance by En-Techni Psyhi, a group of mental health service users and community members. Their performance promoted destigmatisation through music; an emotional and memorable experience.

Planning Ahead

In the afternoon, we met with our specialised working groups to plan the next survey round. A proud moment came when Kelly and I were elected as Co-Principal Investigators for Wales; a role we’re honoured to take on. We also bid a heartfelt farewell to Dr. Chris Roberts, whose contributions to HBSC have been invaluable.

Day 2: Deep Dives & Collaboration

Participation in HBSC allows SHRN to contribute to and benefit from global knowledge exchange, ensuring that Wales remains at the forefront of adolescent health research.

The second day encouraged cross-disciplinary dialogue through morning cross-focus group meetings. Later, topic-specific sessions allowed for deeper exploration of key areas.

Development Groups

Post-lunch, we joined development groups tackling such as policy, methodology, chronic conditions, and qualitative validation methods

A Personal Highlight

I had the privilege of chairing a parallel health session featuring outstanding presentations from the Lithuanian, Dutch, and Belgian (Flemish) teams. The day concluded with a warm and lively dinner at a local restaurant—strengthening friendships and future collaborations.

Day 3: Closing Insights & Looking Ahead

The final day took us to the stunning National and Kapodistrian University of Athens, where we wrapped up with discussions on multi-level modelling and data optimisation.

The closing plenary was a fitting end to a truly inspiring event. As we said our goodbyes, the Welsh team left feeling energised and ready for the next chapter.

Final Thoughts

As we continue this work, the SHRN-HBSC partnership remains a cornerstone of our strategy – linking local action with global insight to promote young people’s health and well-being.

The HBSC Conference in Athens was more than just a meeting. It was a powerful reminder of what we can achieve through collaboration, innovation, and shared purpose. As we return to our work in Wales, we’re inspired to keep building on this momentum.

We’re already looking forward to reconnecting at the online meetings in November, and hopefully, attending next year’s conference hosted by the Czech team!

Stay Connected

To stay updated on SHRN and HBSC developments visit our website. 

Visit our website: www.shrn.org.uk

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Read HBSC trend reports

SHRN is helping schools across Wales put health and well-being at the heart of education. In this blog, Maria Boffey, SHRN’s External Affairs and Knowledge Exchange Manager, shares how schools are using SHRN data to shape strategies, support learners, and create lasting, evidence-informed change….

How SHRN is Helping Build Stronger Schools and Healthier Learners Across Wales

At SHRN, we believe that when learners are healthy and supported, they thrive—not just academically, but socially and emotionally too. That’s why we’re proud to be a trusted partner working with schools across Wales to embed health and well-being into the heart of school life.

Why SHRN Matters

Every two years, SHRN conducts a national data collection involving learners and school staff. This isn’t just a survey—it’s a powerful tool for change.

When schools take part in SHRN’s data collection, they receive tailored, benchmarkable data that offers real value. This data help schools reflect on their current strategies, highlighting what’s working well and where there’s room for improvement. With clear, school-specific insights, teachers can plan targeted interventions that are grounded in evidence and aligned with their unique school context.

Why does this matter? Because healthier learners are better learners. When students feel safe, supported, and well, they’re more likely to attend, stay engaged, and reach their full potential. A strong foundation of health and well-being is essential for academic success and personal growth. That’s why SHRN’s work is so important: it helps schools create the kind of environment where every learner can thrive.

A National Movement

SHRN is part of a wider effort to embed health and well-being into the education system. We work closely with the Welsh Government, Healthy Schools, and Public Health Wales to ensure that school-level data contributes to national understanding and policy development.

As Lynne Neagle AS/MS,  Cabinet Secretary for Education  has highlighted, this work is about more than data—it’s about empowering schools to make meaningful, lasting change:

What We Measure

At SHRN, we know that supporting learners means looking at the full picture. That’s why our surveys explore a wide range of topics that matter deeply to both schools and learners. From mental health and emotional well-being to physical activity, nutrition, substance use, school climate, and pupil voice—our approach is designed to be comprehensive. By giving schools a clearer view of their learners’ experiences, we help them make informed, meaningful decisions that support well-being across the board.

How SHRN Helps Schools Make a Lasting Impact

SHRN equips schools with the tools, training, and connections they need to create meaningful, lasting change. From boosting learner well-being to strengthening community engagement, our approach is designed to be practical and empowering. Schools gain access to high-quality, tailored data that informs planning, supports inspections, and tracks progress over time. We offer professional development opportunities that help staff grow, and we foster a culture of collaboration through a strong network of schools, researchers, and public sector partners. SHRN also helps schools empower young people to take the lead in well-being initiatives, while promoting a positive, inclusive school culture. By using SHRN insights, schools can build stronger relationships with families and local services and embed sustainable improvements that benefit the whole school community.

What Schools Are Saying

The most meaningful insights into SHRN’s impact come directly from the schools we work with and inspire our work:

Celebrating the Power of  an Evidence-Informed Approach

We’ve explored how SHRN is supporting schools across Wales to place health and well-being at the centre of education. From providing high-quality, tailored data to fostering collaboration and professional growth, SHRN is helping schools make informed, meaningful changes that benefit learners and staff alike.

The voices of schools themselves speak volumes—showing how SHRN data is being used to shape responsive curricula, support inspections, and strengthen whole-school approaches to health and well-being. These real-world school examples remind us that when schools are equipped with the right tools and insights, they can create environments where every learner has the opportunity to thrive.

At its core, SHRN is about partnership, evidence, and impact. And as schools continue to engage with the network, the collective effort to build stronger, healthier learning communities grows even stronger.

Explore More and Stay Connected

Visit our page to read real examples of how schools are using SHRN data to drive positive change.

Sign up to our e-bulletin to stay up to date with the latest SHRN insights, resources, and opportunities.

Let’s keep the conversation going—and continue building stronger schools and healthier learners together.